1. Improving mathematics outcomes of Aboriginal & Torres Strait learners learners AAMT Symposium JulyAugust 2013 Australian Association of Mathematics Teachers Inc

2. Imagine Imagine if Aboriginal students in Australia had the same mathematics outcomes as non-Aboriginal students. Australia would be a different place.

3. 3 Much of the present teaching of mathematics, particularly in the primary years, has Aboriginal students doing mathematics that is not related to their world and their everyday experiences. As a result, by the time many Aboriginal students have reached the latter years of primary school, they have been alienated from mathematics. Matthews, Perry & Howard, 2003

4. 7 BLUEPRINT Supporting best teaching of mathematics for Indigenous learners A call for action National Strategy

5. 5 About AAMT 40,000 teachers of mathematics AAMT (and its eight state and territory Affiliates) exists to support the teaching of maths How we got here Melbourne Declaration Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 Ministers recommitment (April, 2013)

6. 6 Aboriginal and Torres Strait Islander Education Action Plan 2010-2014 Aboriginal and Torres Strait Islander students are meeting basic literacy and numeracy standards and overall levels of literacy and numeracy achievement are improving. Halve the gap in reading, writing and numeracy achievement between Aboriginal and Torres Strait Islander students and non-Indigenous students by 2018. Increased Aboriginal and Torres Strait Islander student participation rates in the National Assessment Program - Literacy and Numeracy (NAPLAN). Proportion of Aboriginal and Torres Strait Islander students at or above the national minimum standard in reading, writing and numeracy in Years 3, 5, 7 and 9 in NAPLAN testing. Participation rates of Aboriginal and Torres Strait Islander students in NAPLAN.

7. 7 Are we making progress? Can we do more?

8. NAPLAN

9. 9 Numeracy, mathematics and Indigenous learners

10. 3. Alberton Resilience; mathematisation & contexutalisaion 2. Noarlunga explicit and scaffolded pedagogy 1. Swan language of mathematics, Aboriginal educators & maths, teacher mentors 4. Healesville cultural competency, 'front loading' students 5. Orange '8 Ways of Aboriginal learning' 6. Dharug early years cultural identity through mathematics; meta-language 7. Nerang middle managers in mathematics 8. Gladstone middle years investigative learning

11. Cluster Findings and associated resources AITSL, 2011

12. 12 Know Indigenous learners and know how they learn: Be aware, be connected, be sensitive 1.3 Know what is significant in the daily, lived reality of learners so mathematics learning can be culturally relevant and connected as well as academically rigorous. Cluster Findings and associated resources

13. NAPLAN Data 2012

14. 15 6 things we know from Make it count 1. cross-sectoral collaborations work 2. learning communities connected nationally, systemically and locally practitioner-researcher partnerships Focussed learning grass roots upwards PL in mathematics content knowledge, pedagogy and cultural responsiveness critical friends 3. Aboriginal educators key 4. parent and family engagement and creating communities 5. leaders who are prepared to have a go 6. National approaches can work and work well.

15. Culturally responsiv e Socially responsiv e Academic ally responsiv e Responsiv e mathemati cs pedagogy Learning outcomes Career/life opportunities Better teaching of maths

16. How do we get there?

17. 5 AAMT Special Interest Conference

18. 19 Coordinated & Connected National Network Strategic plan Research agenda partnerships

19. 20 Your thoughts 1. What would be the purpose of such an approach? 2. Who would need to commit to it? 3. What would be the key elements/foci of a strategic plan? 4. Any risks?

20. 8 Next Steps Symposiums in each state & territory Initial meeting of the Network Planning group established Launch of Network in November National conference? The Network